Preventing school exclusions of Black children in England – a critical review of prevention strategies and interventions

Abstract

This paper explores the literature on the prevention of exclusions of Black children in English schools which has remained an entrenched problem and persistent concern for many decades. It examines grey literature from projects, as well as tested approaches, and the impact of preventative strategies, identifying patterns of when and where Black pupils are most excluded. This review begins by exploring the combination of systemic and policy changes that may have contributed to increased exclusion levels and triangulates evidence from reviews and academic analysis from experts in the field. The paper then explores projects that have responded to increases in the exclusion of Black girls and presents evidence of the experiences of intersecting identities and discrimination, such as adultification, and how this has been found to contribute to growing disproportionate numbers of exclusions for girls. Qualitative data from multiple Ofsted and DfE reports are reviewed and the effects of using role models, as well as the roles that teachers and leaders play in reducing exclusions as key systemic apparatus. The paper ends with research on different types of interventions to prevent school exclusion and their varied successes.